GIS in Geography

Overview

In this lesson (17 of 24), students explore how technology supports geographical inquiry. They practise core GIS skills by creating a simple map showing the location of an iconic Australian landscape and describing what makes it significant.

Learning intentions

Students will:

• use GIS/digital mapping tools to locate and map distinctive Australian landscapes and landforms
• represent spatial information using map conventions (e.g. titles, legends, labels)
• explain how technology helps collect, organise and present geographical information

Success criteria

Students can:

• locate an iconic landscape/landform on a map and mark it accurately
• create a simple GIS map with a title, labels and a legend/symbol key
• describe (in short sentences) where it is found and why it is iconic or significant
• reflect on how the mapping tool improved the quality of their information

Curriculum links

• Geography Year 8: location and distribution of Australia’s distinctive landscapes and significant landforms - Geography Year 8: collect, organise and represent data and information using digital tools, including maps - Geography Year 8: explain how human activity and landform management may connect to distinctive landscapes through a brief “impacts/management” reflection linked to the mapped site

Lesson structure (45 minutes)

1. 0–5 min · Hook (Tech detective). Teacher shows two quick examples: a plain image of a landform and a GIS map layer view (no internet required—teacher uses saved images or projected slides). Students discuss: “What extra information does the map give us?”

Success criteria check: Students name at least one advantage of GIS (e.g. location, scale, layers).

2. 5–12 min · Mini-teach (What GIS does). Teacher explains GIS as “a tool that stores and shows data by location” and demonstrates steps: choose a place, add a marker, add labels, create a legend, and export/save. Emphasise map conventions and accuracy.

Success criteria check: Students can list the required elements of the map (title, label, legend).

3. 12–25 min · Guided practice (Build your map). Students work in pairs using a school device or classroom-computer set-up. Each pair selects one iconic landscape/landform (e.g. Uluru, Three Sisters, Daintree, Great Barrier Reef region, Arnhem Land—teacher-approved list). Teacher circulates to check accuracy, naming and layer choices.

Success criteria for this stage: Marker placed correctly; title added; basic label added.

4. 25–35 min · Add meaning (Where and why). Students add 3–5 sentences to a worksheet or digital note:

• Where is it in Australia (region/state/nearest major town where appropriate)?
• What makes it iconic or significant (environmental, cultural, or aesthetic—teacher prompts respectfully)? Include one sentence linking to management or interconnections (e.g. tourism track impact, caring for Country, protecting landform values). Keep it brief.

Success criteria for this stage: Short description uses correct location and one reason it matters.

5. 35–42 min · Share and compare (Gallery walk). Pairs rotate to view two other maps (printouts or projected thumbnails). Students give one “glow” (what’s great) and one “grow” (one improvement) using a sentence starter: “Your map helps because…” “Next time, you could…”

Success criteria check: Peers identify at least one map element (legend/label/title) in feedback.

6. 42–45 min · Exit ticket (Quick reasoning). Individually, students answer: “One way GIS helped my geography thinking was…” and “One thing I would improve on my map is…” Teacher collects for assessment.

Success criteria check: Students articulate GIS value and one improvement.

Resources

• Teacher-prepared slide deck with GIS/map examples (saved images)
• A GIS-friendly mapping tool on devices (or preloaded offline map option)
• Student worksheet template with: map title, label/legend prompts, 3–5 sentence box
• Iconic landform/landscape selection list (teacher-approved)
• Headphones (optional) and audio-capable devices (for dyslexia-friendly support)
• Timer visible to class
• Coloured markers/printouts for quick map annotation (backup option)
• Student access cards (pairing plan)

Assessment

• Formative: teacher observation during map creation (accuracy, labels, legend use)
• Formative: gallery-walk peer feedback using glow/grow sentence starters
• Summative within lesson: exit ticket responses showing understanding of how GIS supports geographical thinking

Differentiation

• Pairing: match students with technology-confident peers (as requested); rotate roles (mapper vs writer) so every student contributes
• Scaffolds: provide sentence starters for “Where is it found?” and “Why is it iconic?” (e.g. “It is located in/near…” “It is iconic because…”)
• Dyslexia-friendly reading options:
• offer audio read-aloud of the worksheet directions and example paragraphs
• provide simplified model responses and highlight key words (location, legend, label, title, significant)
• Support for students needing extra help: start them with a pre-chosen location and a pre-made legend style, then let them add the marker and one label
• Extension: ask advanced pairs to add a second layer (e.g. coastline/boundary) and justify their choice in one extra sentence

Success criteria for each lesson (student-friendly summary)

• I can place and label an iconic Australian landscape/landform correctly using GIS.
• I can create a simple map with a title and legend/symbol key.
• I can explain where it is and why it is significant in a few sentences.
• I can describe how using GIS improved my geography information.